Project Details

Basic Education for Children with Special Needs (formerly Improving Access and Quality of Basic Education to Disadvantaged Children)

Project Number

38657-012

Country

Uzbekistan

Project Status

Closed

Project Type / Modality of Assistance

Grant

Source of Funding / Amount

Grant 9091-UZB: Basic Education for Children with Special Needs (formerly Improving Access and Quality of Basic Education to Disadvantaged Children)

Japan Fund for Poverty Reduction

US$ 1.50
million

Strategic Agendas

Inclusive economic growth

Drivers of Change

Sector / Subsector

Education
- Pre-primary and primary

Gender Equity and Mainstreaming

No gender elements

Description

The JFPR project will: (i) improve the learning performance, social confidence, and social integration of children with special needs in selected pilot schools via inclusive and integrated approaches, (ii) develop teacher training modules and learning materials for children with special needs and to use these for pilot schools that can be replicated throughout the special education sector, and (iii) demonstrate via the pilot shcools the benefits of inclusive and/or integrated education approaches for children with special needs in basic schools and to develop proactive strategies that will lead directly to the effective inclusion and integration of children with special needs in mainstream basic schools.

Project Rationale and Linkage to Country/Regional Strategy

Impact

To promote inclusive development with a focus on education

Project Outcome

Description of Outcome

(i) To improve the learning performance, social confidence, and social integration of children with special needs in selected pilot schools via inclusive and integrated approcaches.

(ii) To develop teacher training modules and learning materials for children with special needs and to use these for pilot schools that can be replicated throughout the special education subsector.

(iii) To demonstrate via the pilot schools the benefits of inclusive and/or integrated educational approaches for children with special needs in basic schools and develop proactive strategies that will lead directly to the effective inclusion and integration of children with special needs in mainstream basic schools.

Progress Toward Outcome

(i) Research and survey results demonstrated that significant improvement in learning, social confidence and social integration of children with special needs with ordinary children were achieved; (ii) Training modules for teachers on new methodologies of SNE, learning materials for children with special needs were developed by international consultants together with local NGOs and were used in teacher training courses and learning process. Taking into account the recommendations of the Ministry of Public Education, teacher training modules and learning materials were further improved for use in both boarding and basic education schools; (iii) The Project provided a good opportunity for children with special needs of boarding schools to participate in the learning program in basic education schools. Parents of both SNE and ordinary children as well as teachers worked closely towards creating optimal conditions for children with special needs. These efforts resulted in high level of commitments by parents of children with special needs (81%) and teachers in basic education schools (70%) and they supported the idea of creating more inclusive learning environment for children with special needs in mainstream basic education schools. The Government recognizes the need to create an all-inclusive SNE school system with the aim of integrating all SNE children, where medically and physically feasible, into basic education school system. Based on the project achievements, the Ministry of Public Education will develop strategy for development of inclusive education in basic education schools.

Implementation Progress

Description of Project Outputs

Social Preparation

Minor School Rehabilitation and Provision of Basic Equipment

Teacher Training and Materials Development

Management, Monitoring and Evaluation, Impact Assessment, and

Publicity

Status of Implementation Progress (Outputs, Activities, and Issues)

Various seminars and discussions held amongst parents of children with special needs as well as children of basic schools, teachers of boarding and basis education schools resulted in overall understanding of the project objectives and particularly inclusive education.Minor school rehabilitation works were carried out in all 18 project sites in order to facilitate the needs of disabled children. Moreover, all project schools were provided with basic school furniture, learning instruments for different subjects, hearing devices for children with hearing disabilities. International consultants together with NGOs developed teacher training modules and learning materials with new methodologies on inclusive education. The Project was managed by the Grant Implementation Unit staff comprising of grant manager, procurement, construction, accounting consultants. For the purposes of achieving project objectives, monitoring and evaluation, impact assessment and publicity, the Project hired 3 local NGOs.

Geographical Location

Uzbekistan

Safeguard Categories

Environment

C

Involuntary Resettlement

Indigenous Peoples

Summary of Environmental and Social Aspects

Environmental Aspects

Involuntary Resettlement

Indigenous Peoples

Stakeholder Communication, Participation, and Consultation

During Project Design

During Project Implementation

Business Opportunities

Consulting Services

Consultants will be recruited in accordance with ADB's Guidelines on the Use of Consultants and other arrangements for the engagement of domestic consultants acceptable to ADB.

Consulting services are required in the following areas:

(i) Social preparation and school rehabilitation (4 pm domestic - community development specialist and 2 pm domestic engineer)

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